5 курс / ОЗИЗО Общественное здоровье и здравоохранение / Инновационное_развитие_науки_фундаментальные_и_прикладные
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ИННОВАЦИОННОЕ РАЗВИТИЕ НАУКИ: ФУНДАМЕНТАЛЬНЫЕ И ПРИКЛАДНЫЕ ПРОБЛЕМЫ
specific educational actions the assessment of professional competencies as the results of scientific creativity is formed due to systemic neoplasms of the future specialist's mental activity in the educational process. A study was conducted among students and magistrates of the higher school of pedagogy. How they assess the quality of the University. The majority of respondents believe that it is prestigious to study at their chosen universities. So, almost unanimously, this opinion is shared by students of the specialty: PMNO (81.1 %), in the specialty "Pedagogy-psychology" such 84.7 %, in FeO-77.1 %. Figure 1. defines the criteria for selecting a competitive higher education institution.
A sample of respondents opinions allowed us to state a high level of student satisfaction with the conditions created in higher education institutions that ensure the implementation of the educational process.
Fig. 1. Criteria quality of competitive selection of educational institutions
The quality of educational services provided by the University ultimately determines the University's place in this market. A University that provides high quality education increases its competitiveness. When choosing a particular University, the most significant factors include whether the University is stateowned or not (Table 3). in Addition, the professional mobility of the University's teaching staff and the availability of relevant specialties play an important role.
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ИННОВАЦИОННОЕ РАЗВИТИЕ НАУКИ: ФУНДАМЕНТАЛЬНЫЕ И ПРИКЛАДНЫЕ ПРОБЛЕМЫ
Table 3
The factors of choosing a higher educational institution by 1st-year students of pedagogical specialties are determined
General groups |
Factors that ensure the quality of education at |
1st year students |
factors |
the University as a whole |
(76 respondents) |
Subject-subject |
Faculty members who provide a passing score, |
90% |
factors of quality |
training in preparatory courses, and the presence |
|
assurance |
of diplomas of winners of various competitions. |
|
Educational factors |
Educational program the Educational process |
62% |
|
and Extracurricular activities Industrial and pre- |
|
|
graduate practices Assistance in employment of |
|
|
graduates |
|
Scientific and |
Material and technical base Scientific and |
90% |
technical, |
methodological support |
|
methodological |
|
|
factors |
|
|
Business line factors |
International activity Scientific activity |
93% |
|
Innovation activities Information activities |
|
|
Publishing activities Partnership activities |
|
Analytical and |
Teacher's assessment of the quality of students ' |
20% |
managerial factors |
knowledge self-Monitoring of the quality of |
|
|
education By students analysis of shortcomings |
|
|
and their elimination |
|
The group of quality assurance factors studied in our study will form the basis of the new quality management system of higher education as a whole. The proposed composition of quality assurance factors is not "sufficient". It can be applied to any University by expanding it, as well as changing the parameters and indicators for determining quality, which will emphasize the special individuality of pedagogical universities. At the same time, common factors of the quality of education will allow evaluating the quality of educational services according to the same rules. Therefore, the application of the new quality management system will make it possible to improve the quality of educational services in the country's universities.
The quality of the educational process provides an opportunity for each student at any educational level not only to develop their original creative potential, but also to form a need for further self-knowledge and creative self-development. The creative educational process provides an opportunity for each student at any educational level not only to develop their original creative potential, but also to form a need for further self-knowledge and creative self-development.
The conditions of the learning process at the University contribute to the development of General methodological positions of creativity-as an indicator of professional activity with the level of high standards and standards.
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ИННОВАЦИОННОЕ РАЗВИТИЕ НАУКИ: ФУНДАМЕНТАЛЬНЫЕ И ПРИКЛАДНЫЕ ПРОБЛЕМЫ
To search for common indicators and parameters for determining quality, we have developed a methodological ideal of scientific pedagogical activity, which determines the main direction and recognition by scientists as a standard. We propose to recognize the quality of the standard - the methodology of professional mobility.
The methodology of professional mobility of future specialists for modern higher pedagogical education is, first of all, the speed of including intellectual and productive forces and resources in activities as a set of cultural potential in a competitive environment.
Evaluation of the term "mobility" in teaching refers to the process of including students in the analysis of their activities. This requires the development of a system of criteria and indicators for its "pedagogical mobility", and this process is very promising and deserves a broad discussion of the problems of quality management of education. Of course, in the broadest sense, mobility is any type of activity as a cultural communication potential. The use of communication models is becoming more diverse and versatile.
From this point of view, any organized communication structure can be represented as a paradigm. However, professionals in the context of communication technologies have found themselves outside the communication network, which leads to misunderstanding of the authors of other projects, since their communication mobility is no longer unique and universal, so it is impossible to find matches for target positions.
Mobility in communication is usually understood as the ability of a subject to quickly navigate the situation, find the necessary forms of communication, generalizations, and the ability to quickly change, transform, and interact.
In the modern world, following the path of digitalization, there is a demand for professionals who are capable and ready to adapt to the rapidly changing conditions of the social and professional environment - professionals as ―predictors of personality adaptation‖ to the didactic concept. In of digital education (M.C. Popa) [14].
In the new circumstances, conditions and technical capabilities of modern scientific and technological progress, the professional mobility of a teacher in the implementation of a certain specific activity needs to be corrected in General target positions, which leads to qualitative transformations in this activity, and as the ability to adapt in a competitive environment. According to Russian and Kazakh authors such as J. D. Vermunt, V. A. Donche, O. G. [15], M. V. Rostovtseva [16], A. Haskova, E. Mala [17], A. Haskova, D. Dovalová [18] - the humanistic orientation of the education development strategy today studies the structures of the future education of students in higher educational institutions and the level of their innovative potential.
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ИННОВАЦИОННОЕ РАЗВИТИЕ НАУКИ: ФУНДАМЕНТАЛЬНЫЕ И ПРИКЛАДНЫЕ ПРОБЛЕМЫ
In professional pedagogy, there are currently several types of mobility:
-academic mobility as an effective way to develop educational opportunities not only at the individual level, but also the possibility of integration in society as a result of globalization;
-psychological mobility (plasticity, flexibility, adaptability, high energy resource) as a property that characterizes the speed of adaptation of the subject in the form of necessary independence, openness to new experience:
-communicative mobility (categories of teachers) readiness to use the language of creative linguistics with a creative approach to self-development;
-professional mobility-socio-economic mobility as an active readiness and ability of a specialist to adapt to the speed of decision-making in changing labor market conditions. The authors state D. Duchatelet, V. Donche [19], that adherence to the stages of development of professional commitment strengthens the professional identity of students at every stage of their professional development in university years. Scientists have found that ―the professional orientation of students is a natural and multilevel process, including the formation of value, motivational, cognitive - reflexive components, which in turn have their own logic of development‖.
The authors (Ruth Bridgstock, Denise Jackson) suggest that, despite the constant efforts of universities, problems and controversies still exist in academic discourse, policy and practice in relation to employers. These factors can remove barriers to preparing students for life and work, as they facilitate clear and sometimes productive and competitive courses of action [20].
Professional mobility as a combination of successful development of cultural (bio - psycho – neuro-lingua) technology within the framework of one's profession, with an active position, there is a process of mastering related and new professional competencies, taking into account the movement in the professional hierarchy.
Innovative and pedagogical activity for the creation, development and use of innovations in education is the methodology of the metalanguage of educational and professional communication in the professional and managerial hierarchy at the University [21]. The analysis of various approaches to the essence of the culture of thinking allowed us to determine the system education with a set of motivational and need-based attitudes, professional and value orientations, reflexive skillsintegrative characteristics of thinking, manifested in individual-personal, professional-cognitive, socio-cultural components.
The latter assumption is quite consistent with the concept of "pedagogical mobility" used by us, which is a clear indicator of the teacher's resource as a teacher, and which integrates the parameters of mobility: academic, psychological, communicative, and professional [22-23].
The object of the resource of professional mobility is the resource of the culture of pedagogical thinking in activity (G.V. Buyanova) [24]. This is necessary for politicians, organizers and managers, who, in contrast to knowledge about the
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ИННОВАЦИОННОЕ РАЗВИТИЕ НАУКИ: ФУНДАМЕНТАЛЬНЫЕ И ПРИКЛАДНЫЕ ПРОБЛЕМЫ
objects of activity. In particular, such knowledge is a necessary methodological tool of management involved in ensuring the national education system. A metaanalytical study conducted by K. Ohtani, T. Hisasaka was assessed by us as a process of correlation between meta-cognition, intelligence and academic performance. Metacognition, as the authors write, is a higher order cognition and one of the most important predictors of academic performance [25]. The studied objective provided an opportunity to examine the degree to which metacognition predicts academic performance by controlling the intellectually motivating component of competitiveness [26].
Conclusions
The desire of a professional to be mobile is outlined primarily by the status they achieve in society, which on the one hand, affects, and on the other depends on their internal value-oriented attitudes and motivations formed under the influence of external factors of professional career growth. The principle of unity of social justice, corresponding to universal values, is necessary to be competitive in the labor market.
Improving the level of teacher education and science can significantly expand the possibilities of creating a general education and scientific space at the level of higher education institutions, which will contribute to the development of the national education system and adaptation to European norms and standards. And this global challenge proves the value of forming a common Foundation and the systemic significance of the competitiveness of the young generation of specialists in this real world.
In this article, we share our current views with other authors and conclude that higher education is one of the areas of reform or diversification that provides a way out of the crisis in higher education in terms of teaching practice. Diversification of the training of future specialists includes, in our opinion, expanding the training of qualified university teachers and improving the study of this subject. Improving the quality of education and the competitiveness of graduates remains unchanged, but must correspond to the competitiveness of the labor market. This requires the development of a mechanism for the implementation of theory and the principle of theoretical equivalence, knowledge and practice, as well as skills that ensure the quality and relevance of the teacher in the labor market.
At the final stage, we need to make it clear that all the values of the Kazakh educational community and its cultural riches are created by the quality of the professional mobility resource.
However, a comprehensive scientific study of professionalism cannot be reduced to an assessment of the professional qualities of the individual as an individual subject of professional activity, nor to an assessment of the quality of the professional activity itself and its collective subject, and the impact on the degree of their manifestation in the life and work of a person.
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